Abstract:
Abstract
The teacher's positive attitude towards people with disabilities plays an important role in encouraging the success
of inclusive education. Using a three-dimensional theory of attitude formation namely cognitive, affective, and
conative, this study aims to measure the attitudes of teachers in South Kalimantan, Indonesia towards inclusive
education (N = 212) by proposing several variables that influence that attitude. Using one-way Manova, this
study finds that female teacher shows better affective dimensions and students majoring in special education show
greater support for inclusive education. In general, there are significant differences in attitudes between special
and general teacher categories. Also, teachers with personal contact or experience with persons with disabilities
exhibit better attitudes. There is no significant difference between experienced and inexperienced teachers.
Religion also has an influence, religious teachers are better in the conative dimension, and less-religious teachers
are better in cognitive dimensions.
Key words: Attitude, Teacher, Education, Inclusive, Indonesia
